Dynamic Computerized Scaffolding of Metacognitive Activities in Small Groups

Inge Molenaar*, Carla van Boxtel, P.J.C. Sleegers

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

This chapter describes a new method for the computerized scaffolding of self-regulated learning in computer-based learning environments. The system works with an attention management system that registers the attentional focus of learners with the intention to adjust scaffolding to students’ current activities. As the support is related to students’ current activities, structuring scaffolds that support students’ activities and problematizing scaffolds that elicit students’ activities can both be used. We found evidence that this scaffolding system enhances group performance and students’ metacognitive knowledge. Moreover, different forms of scaffold had differential effects on learning. Problematizing scaffolds resulted in higher group performance, transfer of domain knowledge and metacognitive knowledge than structuring scaffolds. These differential effects are most likely explained by a combination of quantitative and qualitative differences in the metacognitive activities triggered by problematizing scaffolds compared with structuring scaffolds.
Original languageEnglish
Title of host publicationInternational Handbook of Metacognition and Learning Technologies
EditorsRoger Azevedo, Vincent Aleven
Place of PublicationNew York, NY
PublisherSpringer
Chapter36
Pages561-574
ISBN (Electronic)978-1-4419-5546-3
ISBN (Print)978-1-4419-5545-6
DOIs
Publication statusPublished - 2013

Publication series

NameSpringer International Handbooks of Education
PublisherSpringer
Volume28
ISSN (Print)2197-1951
ISSN (Electronic)2197-196X

Keywords

  • Domain knowledge
  • Metacognitive knowledge
  • Metacognitive activity
  • Computerize scaffolding
  • Human tutor

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